Download San Antonio College

San Antonio College
Center for English Language Learning
ESLA/ESL
Curriculum
Speaking and Listening
Grammar
Writing
Reading
ENGA
Curriculum
Composition and Grammar
Reading and Vocabulary
7/24/2014
Prepared by
Dr. Sharla Jones/Dr. Anna Budzinski
Speaking and Listening
Level
1
2
3
4
ESLA 0310 – 0340/ESL 1010-1040
Speaking/Listening Competencies Levels 1 - 4
Course Descriptions:
Student Learning Outcomes
In this course students learn basic
conversational skills on familiar
topics for every day
communications. Speaking
activities help students with
pronunciation, intonation, and
rhythm of common words and
phrases of American English.
Upon successful completion of the course, students will
be able to:
1. Talk about familiar topics and events.
2. Introduce themselves, greet people formally and
informally, show appreciation, and offer apologies.
3. Ask and answer questions about everyday topics
such as locations, prices, dates, times, and friends.
4. Follow simple directions.
5. Listen to and understand simple messages.
6. Listen to and recite dialogs related to everyday
situations.
7. Speak with adequate control of the English
pronunciation to minimize miscommunications.
This course helps students learn
Upon successful completion of the course, students will
effective conversational and listening be able to:
skills to function in a variety of
1. Describe personal background, events, and
personal, academic and/or
experiences.
professional situations. They
2. Ask and answer questions about daily activities,
practice speaking strategies that
events, plans, and goals.
help them communicate with
3. Speak effectively about topics in a variety of
increased proficiency and
situations.
confidence.
4. Make and respond to offers and promises.
5. Ask for clarification.
6. Ask for permission.
7. Pronounce English with sufficient clarity for
native speakers of English to understand.
This course helps students
Upon successful completion of the course, students will
improve oral communication
be able to:
skills in a variety of personal,
1. Speak clearly about many social, professional, and
professional, and/or academic
academic situations and experiences.
situations. They also learn to
2. Speak with intelligible pronunciation, stress, and
talk about and describe events
intonation.
and situations in group
3. Deliver presentations, state a position, and support
discussions and presentations.
opinions.
Listening activities provide
4. Respond appropriately to comprehension questions.
5. Take notes during presentations and ask appropriate
students opportunities to
questions.
understand spoken English from
authentic sources.
6. Listen to and summarize information from authentic
sources.
In this course, students improve
Upon successful completion of the course, students will
oral communication fluency and
be able to:
conversational strategies
1. Distinguish and use formal and informal language
necessary to communicate in a
such as persuasion, negotiation, and debate) in
wide range of personal,
contextual settings.
2
professional, academic, and
cultural situations. Students also
listen to English speakers in a
variety of authentic real-world
situations to understand
different points of view to
function in a global community.
2. Clearly use rhythm, stress, and intonation to convey
precise meaning.
3. Speak extemporaneously on diverse topics.
4. Comprehend and summarize extensive discourse.
5. Take notes during lectures and presentations (e.g.
authentic, audio and video recordings) and explain
ideas, issues, and positions.
6. Critique, evaluate, and discuss their observations,
interpretations, and understanding.
ESLA 0310/ESL1010 - Speaking/Listening I
Prerequisites: Placement test or approval by instructor.
In this course students learn basic conversational skills on familiar topics for every day
communications. Speaking activities help students with pronunciation, intonation, and
rhythm of common words and phrases of American English.
Semester Hours: (3 -3-0)
PRODUCTION
The student will use grammatical structures consistent with level 1.
Competency 1:
Competency 2:
Competency 3:
Competency 4:
Competency 5:
Competency 6:
Competency 7:
Competency 8:
Competency 9:
The student will use present tenses in sentences and demonstrate the ability
to:
a.
b.
c.
d.
Describe daily routines.
Talk about the weather.
Describe possessions.
Talk about likes and dislikes.
The student will use present tenses in questions and demonstrate the ability to
inquire about basic subjects such as locations, prices, dates, times, and friends.
The student will demonstrate the ability to interact in basic social situations
such as introductions, greetings, appreciation, and apology.
The student will demonstrate limited oral control over "s" forms including
plurals, possessives, 3rd person singular, and contractions.
The student will demonstrate the ability to clearly pronounce the letters of the
alphabet and numbers.
COMPREHENSION
The student will demonstrate the ability to follow simple directions.
The student will demonstrate the ability to receive and record simple messages.
The student will take simple dictation of connected discourse.
3
ESLA 0320/ESL 1020 - Speaking/Listening II
Prerequisites: ESLA 0310, placement test, or approval by instructor.
This course helps students learn effective conversational and listening skills to function in a
variety of personal, academic and/or professional situations. They practice speaking
strategies that help them communicate with increased proficiency and confidence.
Semester Hours: (3 -3-0)
PRODUCTION
The student will use grammatical structures consistent with levels 1 and 2
Competency 1:
The student will demonstrate the ability to:
Competency 2:
a. Describe personal background and describe and narrate past events and
experiences with limited control of past tense"-ed" forms and common
irregular verbs.
b. Ask questions about others' past experiences and backgrounds.
The student will demonstrate the ability to:
Competency 3:
a. Speak in the future using "going to" in such situations as making plans or
schedules and expressing academic and professional goals.
b. Ask questions about others' future intentions.
Competency 4:
The student will by participate in classroom discussions with emphasis on
narrating and describing situations to develop oral communication skills
including fluency, idea sequencing, accuracy, vocabulary, and pronunciation.
Competency 5:
Competency 6:
Competency 7:
COMPREHENSION
The student will demonstrate the ability to spell words and names and ask for
the spelling of words and names.
The student will listen to short discourses and will demonstrate the ability to
identify the topics.
The student will take accurate dictation of simple and compound sentences.
4
ESLA 0330/ESL 1030 - Speaking/Listening III
Prerequisites: ESLA 0320, placement test, or approval by instructor.
This course helps students improve oral communication skills in a variety of personal,
professional, and/or academic situations. They also learn to talk about and describe
events and situations in group discussions and presentations. Listening activities provide
students opportunities to understand spoken English from authentic sources.
Semester Hours: (3 -3- 0)
PRODUCTION
The student will use grammatical structures consistent with levels 1-3.
Competency 1:
Competency 2:
Competency 3:
Competency 4:
Competency 5:
Competency 6:
Competency 7:
The student will continue to develop oral communication skills including
fluency, idea sequencing, accuracy, vocabulary, and pronunciation.
The student will demonstrate the ability to ask and answer questions, reword
statements, and ask for clarification.
The student will actively participate and be sufficiently understood in role
playing, simulating simple social and academic situations. The student will ask informational questions and ask for clarification.
The student will actively participate in role playing, simulating social and
academic situations (e.g., giving advice, expressing obligation, necessity, and
permission and -drawing conclusions).
The student will prepare simple oral presentations on familiar topics (e.g.,
comparison, classification, process.)
Competency 8:
COMPREHENSION
The student will understand questions and directions appropriate to the level.
Competency 10:
The student will be able to draw conclusions, make simple predictions, and
relate the content of a short oral discourse to personal experience.
Competency 9:
Competency 11:
The student will understand the main idea and major and minor details of a
short oral discourse.
The student will follow orally expressed multistep directions appropriate to the
level.-
5
ESLA 0340/ESL 1040 - Speaking/Listening IV
Prerequisites: ESLA 0330, placement test, or approval by instructor.
In this course, students improve oral communication fluency and conversational strategies
necessary to communicate in a wide range of personal, professional, academic, and cultural
situations. Students also listen to English speakers in a variety of authentic real-world
situations to understand different points of view to function in a global community.
Semester Hours: (3-3- 0)
PRODUCTION
The student will use grammatical structures consistent with levels 1-3.
Competency 1:
Competency 2:
Competency 3:
The student will speak with intelligible pronunciation, stress, and intonation.
The student will speak with sufficient accuracy and fluency to ensure
comprehension in many social, professional, and academic situations.
Competency 4:
The student will demonstrate the ability to deliver presentations and explain
and support opinions.
Competency 6:
The student will use formal and informal language (persuasion, negotiation,
debate, etc.) tailored to specific audiences and contextual settings.
Competency 5:
Competency 7:
Competency 8:
Competency 9:
Competency 10:
Competency 11:
Competency 12:
Competency 13:
Competency 14:
Competency 15:
The student will speak extemporaneously on diverse topics.
COMPREHENSION
The student will take notes during oral presentations and summarize the
content.
The student will understand factual information and respond appropriately to
comprehension questions.
The student will take notes on contemporary topics (e.g., news items, reports,
etc.)
The student will paraphrase basic information or opinion from original sources
and credit the source.
The student will edit and correct his/her own and other speakers' mistakes.
The student will adjust his/her listening strategies to the task at hand.
The student will be able to comprehend, analyze, synthesize and summarize
extensive discourse.
The student will be able to take notes during academic lectures.
The student will demonstrate analytical listening skills:
a. Distinguish fact from opinions.
b. Make inferences.
c. Identify speaker's purpose, point of view, and tone.
d. Comprehend use of figurative language.
6
Writing
Level
1
2
3
ESLA 0311 – 0341/ESL 1011-1041
Writing Competencies Levels 1 - 4
Course Description
Student Learning Outcomes
In this course students
practice and apply basic
structures of English
grammar, correct spelling
and accurate punctuation to
produce simple writing tasks
on personal topics.
Upon successful completion of the course, students will
be able to:
1. Write simple sentences with word order.
2. Write simple sentences that unify ideas.
3. Apply spelling, basic capitalization and punctuation
rules.
4. Write simple descriptions and histories about
familiar topics.
5. Edit simple present and present progressive verb
tenses.
6. Edit verb tense forms ( be, have, there is, there
are )
In this course, students
Upon successful completion of the course, students will
develop and apply basic
be able to:
writing skills for personal,
1. Write a series of related simple and compound
academic, and professional
sentences with the correct word order.
communications. They
2. Produce the simple past tense (regular and high
produce a series of simple
frequency irregular verbs) and the past progressive
and compound sentences, as
tenses in sentences in time clauses.
well as short paragraphs on
3. Compose short narrative, descriptive, and process
personal topics.
paragraphs.
4. Edit sentences for spelling, capitalization and
punctuation errors.
5. Edit basic grammar structures to develop writing
accuracy.
6. Use appropriate vocabulary for the writing topic.
7. Type assignments using a word processing.
In this course, students develop Upon successful completion of the course, students will
writing fluency and vocabulary be able to:
by using more complex writing
1. Plan and organize ideas using methods such as
skills for personal, academic,
brainstorming and mapping, and outlining.
and professional
communications. They produce 2. Compose different types of academic paragraphs
well-constructed paragraphs
such as descriptive, definition/example,
comparison and contrast
with clear topic sentences,
3. Write a topic sentence, supporting sentences, and a
supporting details and a
conclusion.
conclusion. They also use
editing and revising strategies. 4. Write simple, compound, and complex sentences.
5. Connect ideas with transitions words and
expressions.
6. Proofread, edit, and revise academic paragraphs
for organization, content, grammar, and sentence
structure.
7
4
7. Compose and edit writing assignments with a
computer.
In this course, students develop Upon successful completion of the course, students will
greater writing fluency and
be able to:
vocabulary by using more
1. Compose a well-developed thesis statement with
complex grammar structures
parallel structure.
and vocabulary to produce and
revise multi-paragraph essays 2. Develop supporting paragraphs with sufficient
necessary for academic and
details and vocabulary and produce a strong
conclusion.
professional communications.
3. Compose various types of multi-paragraph essays
such as classification, comparison and contrast,
cause and effect, and argumentation.
4. Connect ideas with transitional words and
expressions.
5. Connect ideas with coordination and
subordination.
6. Proofread, edit, and revise essays for organization,
content, and sentence structures.
7. Document sources to avoid plagiarism.
ESLA 0311/ESL 1011 - Writing I
Prerequisites: Placement test or approval by instructor.
In this course students practice and apply basic structures of English grammar, correct
spelling and accurate punctuation to produce simple writing tasks on personal topics.
Semester Hours: (3 -3- 0)
Competency 1:
Competency 2:
Competency 3:
Competency 4:
Competency 5:
Student will produce a series of related sentences on personal topics with an
emphasis on logical thought and the development of writing fluency and
vocabulary.
Student will write related simple and compound sentences appropriate to the
level in Standard English and attend to grammatical form and word order in
order to develop writing accuracy.
Student will proofread and edit grammar and sentence structure appropriate
to the level.
Student will use appropriate tools to edit writing.
Student will learn how to use basic features of word processing.
8
ESLA 0321/ESL1021 - Writing II
Prerequisites: ESLA 0311, placement test, or approval by instructor.
In this course, students develop and apply basic writing skills for personal, academic, and
professional communications. They produce a series of simple and compound sentences,
as well as short paragraphs on personal topics.
Semester Hours: (3 -3- 0)
Competency 1:
Competency 2:
Competency 3:
Competency 4:
Competency 5:
The student will produce basic, structured, academic/expository paragraphs
on familiar topics (e.g., narrative, descriptive, definition, process) in order to
develop writing fluency and vocabulary.
The student will write basic single paragraphs using simple, compound, and
complex sentences (with high frequency transition words) when appropriate.
The paragraphs will be organized and written with clarity, substance, and
Standard English appropriate to the level.
The student will execute other academic writing tasks including: factual short
answer responses to test questions, brief outlines of text, brief formal
definitions of academic terms, and e-mail.
The student will proofread and edit grammar and sentence structure
appropriate to the level.
The student will use word processing.
ESLA 0331/ESL1031 - Writing III
Prerequisites: ESLA 0321, placement test, or approval by instructor.
In this course, students develop writing fluency and vocabulary by using more complex
writing skills for personal, academic, and professional communications. They produce wellconstructed paragraphs with clear topic sentences, supporting details and a conclusion.
They also use editing and revising strategies.
Semester Hours: (3 -3- 0)
Competency 1:
Competency 2:
The student will recognize and produce the types of academic/expository
paragraphs that a writing task requires.
The student will plan and write well-developed, focused single paragraphs
using a variety of sentence structures and vocabulary appropriate to the level.
The paragraphs will be well organized and written with clarity, substance and
Standard English appropriate to the level.
9
Competency 3:
Competency 4:
Competency 5:
Competency 6:
The student will execute other academic writing tasks including: short answer
responses to test questions demanding higher order thinking skills, simple
summaries, extended formal definitions of academic terms, written records of
observations, and e-mail.
The student will proofread and edit grammar and sentence structure
appropriate to the level.
The student will use appropriate reference tools to edit writing.
The student will use advanced functions for word processing.
ESLA 0341/ESL1041 - Writing IV
Prerequisites: ESLA 0331, placement test, or approval by instructor.
In this course, students develop greater writing fluency and vocabulary by using more
complex grammar structures and vocabulary to produce and revise multi-paragraph essays
necessary for academic and professional communications.
Semester Hours: (3 -3- 0)
Competency 1:
Competency 2:
Competency 3:
Competency 4:
Competency 5:
Competency 6:
The student will recognize and produce the types of academic/expository
paragraphs and essays that a writing task requires.
The student will plan and develop paragraphs and essays (4 paragraphs)
using a variety of sentence structures and vocabulary appropriate to the level.
The paragraphs and essays will be written with clarity, coherence, substance
and Standard English.
The student will proofread and edit grammar and sentence structure
appropriate to the level.
The student will use reference tools to edit writing.
The student will execute other academic writing tasks including: simple essay
responses to test questions, written responses to reading selections,
summaries, written records of observations and experiences, and e-mail.
The student will continue development of computer word processing skills.
10
Grammar
Level
ESLA 0312-0342/ESL1012-1042
Grammar Competencies Levels 1 - 4
Course Description
Student Learning Outcomes
This course integrates
grammar skills with listening,
speaking, writing and reading
activities based on common
topics.
1
2
3
This course helps students
to understand and use basic
grammar structures.
Students learn to recognize
and produce simple,
compound, and basic
complex sentences
necessary for writing tasks.
This course builds upon
basic grammar structures to
include additional verb
tenses and complex
sentences that support
writing skills.
Upon successful completion of the course, students will be
able to:
1. Produce basic verb tense forms (be, have, there is,
there are) correctly
2. Produce the simple present tense and present
progressive correctly in a sentence.
3. Produce common modal auxiliaries, e.g. can correctly
in a sentence.
4. Produce the correct word order in simple sentences
and phrases.
5. Produce correctly prepositions of location, place, and
motion.
6. Identify and use regular singular and plural forms of
nouns.
7. Identify adjectives and adverbs.
Upon successful completion of the course, students will be
able to:
1. Contrast and produce the simple present and present
progressive in sentences (simple and compound).
2. Produce the simple past tense (regular and high
frequency irregular verbs) and the past progressive
tenses in sentences in time clauses.
3. Apply the simple future ("will" and "be going to")
correctly in a sentence.
4. Use comparative, superlative, and equative adjective
forms in sentences.
5. Understand the meaning and use common modal
auxiliaries.
6. Identify high frequency irregular plural nouns.
Upon successful completion of the course, students will be
able to:
1. Produce sentences using present, past, and future
tense forms.
2. Produce sentences with present perfect and past
perfect tenses.
3. Produce sentences with common gerunds and
infinitives.
4. Differentiate modal auxiliaries and use in sentences.
5. Identify and use adverb clauses and basic adjective
clauses in sentences.
6. Identify and use basic forms of the passive voice in
sentences.
11
This course helps students
use advanced grammar
structures for effective
college-level writing.
4
7. Identify and use pronouns and identify irregular plural
nouns.
Upon successful completion of the course, students will be
able to:
1. Demonstrate proficiency using grammatical structures
showing verb tense and aspect.
2. Recognize and use active and passive voice verbs
correctly in a sentence.
3. Demonstrate the ability to shift among tenses and use
appropriate forms and agreement.
4. Use past modals and related phrasal forms in
affirmative, negative, and question forms.
5. Demonstrate proficiency using adverb, adjective, and
noun clauses.
6. Demonstrate proficiency using verbal phrases
including present and past participle and infinitive
phrases.
ESLA 0312/ESL 10312 Grammar Level 1
Prerequisites: Placement test or approval by instructor.
This course integrates grammar skills with listening, speaking, writing and reading
activities based on common topics.
Semester Hours: (3 -3-0)
Competency 1:
Competency 2:
SENTENCE STRUCTURE
The student will demonstrate proficiency when using the grammatical
structures from Level 1.
The student will identify and produce the following sentence structure
patterns containing grammatical forms covered in this and previous levels:
a.
b.
c.
d.
e.
Simple sentences with complements
Compound sentences
Information questions ("WH")
Simple questions (Yes/No)
Short Answers
a.
b.
c.
d.
e.
f.
g.
Nouns as subjects
Proper nouns
Regular plural nouns
Subject pronouns
Demonstrative pronouns
Possessive adjectives
Noun phrases that include adjectives
The student will recognize and use the following grammatical forms in
context:
Competency 3:
12
h. Adjectives as attributes
i. Basic prepositional phrases of time (in/at/on), place, and direction
j. Simple verb phrases (Tense, Aspect, Voice, & Mood)
Competency 4:
Competency 5:
The student will recognize and use the following active voice verbs
in affirmative and negative forms:
a. Simple Present (inc. "be", "have", and "there is/are")
b. Present Progressive
c. Simple Past (also "be" and "there was/were")
d. Simple Future ("be going to")
*Note: Only high frequency verbs should be covered for the tenses above.
The student will recognize and understand the contextualized meaning of
the following common modals in affirmative, negative, and question forms:
a. Will (formal future)
b. Can/could (ability)
ESLA 0322/ESL 1022 - Grammar II
Prerequisites: ESLA 0312, placement test, or approval by instructor.
This course helps students to understand and use basic grammar structures. Students learn
to recognize and produce simple, compound, and basic complex sentences necessary for
writing tasks.
Semester Hours: (3 -3- 0)
SENTENCE STRUCTURE
The student will identify and produce the following sentence structure
pattern containing grammatical forms covered in this level:
Competency 1:
a. Simple sentences, including commands
Competency 2:
Competency 3:
Competency 4:
The student will identify correct examples of the following sentence
structure patterns containing verb forms covered in this level:
a. Compound sentences (and, but)
b. Simple questions (Yes/No)
c. Information questions ("WH" e.g., who, what, when, where)
d. Short answers
The student will identify correct examples of the following sentence structure
pattern containing verb forms covered in this and previous levels:
a. Complex sentences with high frequency conjunctive adverbs showing
sequence or reason (e.g., after, before, because)
The student will recognize and use the following grammatical forms in
context:
a. High frequency irregular plural nouns
b. Count and non-count nouns
c. Noun phrases with quantifiers
d. High frequency gerunds as subjects or objects
e. Nouns as objects
13
Competency 5:
Competency 6:
f. Subject, object and possessive pronouns, and possessive adjectives
g. Adjective phrases
h. Adverbs of frequency
i. Adverbs of manner
j. High frequency prepositional phrases
k. Verb phrases in the aspects, tenses, voice, and mood
The student will recognize and use the following active voice verbs in
affirmative, negative, and question form:
a.
b.
Simple Present as contrasted with Present Progressive
Simple past of regular and high frequency irregular verbs as
contrasted with the Simple Present and Present Progressive tenses
c. Simple future (will be going to) as contrasted with Present and Past
The student will recognize contextualized meaning and will use common
modals and related phrasal forms in affirmative, negative, and question forms
for present and future intention (e.g.):
a.
b.
c.
d.
e.
Will (formal future/prediction)
Can (ability/permission)
Have to/Need to (need/obligation)
Want to/Would like to (desire)
Like to (preference)
ESLA 0332/ESL1032 - Grammar III
Prerequisites: ESLA 0322, placement test, or approval by instructor.
This course builds upon basic grammar structures to include additional verb tenses and
complex sentences that support writing skills.
Semester Hours: (3 -3- 0)
SENTENCE STRUCTURE
Competency 1:
Competency 2:
The student will demonstrate proficiency when using the grammatical
structures from Levels 1 - 2 (see competencies for these levels).
The student will identify and produce the following sentence structure
patterns containing grammatical forms covered in this and previous levels:
a. Simple sentences and compound sentences
b. Complex sentences with high frequency conjunctive adverbs (e.g.,
when, while, however)
c. Information questions ("WH")
d. Simple questions (Yes/No)
e. Short Answers
f.
Past Progressive as contrasted with Simple Past
g. Present Perfect
h. Present Perfect Progressive
14
The student will recognize and use the following grammatical forms in
context:
Competency 3:
Competency 4:
Competency 5:
Competency 6:
a.
b.
c.
d.
e.
f.
g.
h.
i.
Articles in noun phrases
Forms of other (e.g., another, others, etc.)
Possessive noun phrases
Direct and indirect object pronouns
Reflexive and reciprocal pronouns
Intensifiers and hedges (e.g., very, too, quite, kind of, etc.)
Comparative, superlative, and equative adjective phrases
High frequency phrasal verbs (separable and inseparable)
Verb phrases in the aspect, tenses and tense shifts specified below:
VERBS (Tense, Aspect, Voice, & Mood)
The student will recognize and use the following active voice verbs in
affirmative, negative, and question forms:
a.
Simple Present, Past, or Future as indicated by the context of a passage
or conversation
The student will identify and use passive voice verbs in context:
a.
b.
c.
Simple Present
Simple Past
Simple Future
a.
b.
c.
d.
e.
Could/Would (polite request)
May (permission)
May/Might/Maybe (possibility)
Have got to/Must (necessity)
Should/Could (advice/suggestion)
The student will recognize contextualized meaning and will use high
frequency modals and related phrasal forms in affirmative, negative, and
question forms for present and future intention (e.g.):
ESLA 0342/ESL 1042 - Grammar IV
Prerequisites: ESLA 0332, placement test, or approval by instructor.
This course helps students use advanced grammar structures for effective college-level
writing.
Semester Hours: (3 -3- 0)
SENTENCE STRUCTURE
The student will demonstrate proficiency when using the grammatical
Competency 1:
structures from Levels 1 - 3 (see competencies for these levels).
15
Competency 2:
Competency 3:
Competency 4:
The student will identify and produce a variety of sentence structure
patterns (including questions) appropriate to the level and containing
grammatical forms covered in this and previous levels.
The student will recognize and use the following grammatical forms in
context:
a.
b.
c.
d.
e.
f.
g.
h.
Gerunds and infinitives
Prepositional phrases with verbs and adjectives (e.g., depend on, be
sorry for)
Present and past participles as adjectives (e.g., boring/bored)
Comparative, superlative, and equative adverb phrases
Tag questions
Shorts answers with either/neither, so/too
Verb phrases in the aspects, tenses and tense shifts specified below:
VERBS (Tense, Aspect, Voice, & Mood)
The student will recognize and use the following verbs in affirmative,
negative, and question forms:
a. Simple, Progressive, or Perfect / Present, Past, or Future as indicated by
the context of a passage or conversation
b. Past Perfect as contrasted with Simple Past
c. Passive voice in Present, Past, and Perfect forms
Reading
Level
1
ESLA 0313 – 0343/ESL 1013-1043
Levels 1 – 4
Course Description Student Learning Outcomes
In this beginning reading
course, students read short
personal stories and texts.
They also learn basic
strategies and vocabulary
that aid reading
comprehension. Students
entering this class should
have basic literacy.
Upon successful completion of the course, students will be
able to:
1. Apply background knowledge and make predictions.
2. Interpret photographs, pictures, and illustrations.
3. Use basic vocabulary.
4. Demonstrate comprehension of simple sentences in
context and in sequence.
5. Identify main idea and details in short, simple texts.
6. Comprehend, short personal stories, and academic texts.
7. Relate reading to personal experience.
16
2
3
4
This course helps students
improve reading
comprehension of various
reading selections from
basic academic texts and
personal interest stories.
Students learn specific
reading strategies and
increase vocabulary.
This course focuses on
improving the students’
reading skills,
vocabulary and
comprehension.
Students read a selection
of fiction and nonfiction
texts and apply new
knowledge to personal
experiences and
academic assignments.
In this course, students
read a variety of
authentic selections that
include various ideas
and perspectives as well
as different political and
cultural values. Students
are encouraged to
become independent
thinkers by analyzing
opposing views.
Upon successful completion of the course, students will be
able to:
1.
2.
3.
4.
5.
6.
7.
Determine the meaning of words by using context
clues such as roots and affixes.
Identify and use basic high frequency academic vocabulary.
Recognize textual clues to identify simple patterns of
organization.
Distinguish between main ideas and supporting details in
texts.
Demonstrate reading comprehension of basic academic
texts and narratives by answering questions and
summarizing
Interpret reading and draw conclusions.
Read and interpret simple graphs and charts.
Upon successful completion of the course, students will be
able to:
1.
2.
3.
4.
5.
6.
7.
Determine the meaning of words by using context clues
such as roots, affixes, definition, and restatement.
Interpret and use academic vocabulary.
Interpret patterns of organization (e.g. time order,
comparison and contrast, etc.).
Recognize stated and implied main ideas.
Distinguish between facts and opinions.
Make inferences and draw conclusion.
Analyze text by outlining, note taking, summarizing.
Upon successful completion of the course, students will be
able to:
1. Interpret and explain high-level academic vocabulary
in a variety of advanced authentic texts.
2. Analyze high level texts to make inferences and draw
conclusions.
3. Evaluate the credibility (fallacies and biases) of the
author’s position.
4. Identify the evidence that an author uses to support
an argument.
5. Interpret figurative language and the author’s style of
writing
6. Interpret the author's purpose, point of view, and
tone.
7. Paraphrase, summarize, and compare perspectives.
17
ESLA 0313/ESL 1013 - Reading I
Prerequisites: Placement test or approval by instructor.
This course focuses on academic reading and vocabulary building. Students learn to
identify the main idea, context clues, word order, and pronoun reference and signal words.
They also preview, predict, understand and draw conclusions, scan, and summarize.
Students also interpret diagrams, charts, and other visual content.
Semester Hours: (3 -3- 0)
Competency 1:
Competency 2:
Competency 3:
Student will comprehend familiar words and/or phrases related to academic
settings, e.g., signs, directions, forms, and schedules.
Student will understand simple sentences that are clearly related (i.e.,
sequenced) when context, background knowledge, and/or visual information
support meaning.
Student will use a dictionary to search for word meaning.
ESLA 0323/ESL 1023 - Reading II
Prerequisites: ESLA 0313, placement test, or approval by instructor.
This course focuses on academic reading and vocabulary building. Students learn to
identify the main idea, context clues, word order, and pronoun reference and signal words.
They also preview, predict, understand and draw conclusions, scan, and summarize.
Students also interpret diagrams, charts, and other visual content.
Semester Hours: (3 -3 - 0)
Competency 1:
Competency 2:
Competency 3:
Competency 4:
Competency 5:
Competency 6:
Competency 7:
Student will understand sentence meaning by attending to word order and
signal words.
Student will read and understand short, simple text appropriate to the level
(e.g., grade level 56).
Student will identify general and specific information as well as sequence of
events in limited text.
Student will understand new words and/or phrases appropriate to the level
by drawing on graphic and contextual support, as well as background
knowledge.
Student will recognize common roots and affixes in context.
Student will demonstrate some awareness of common cultural references.
Student will develop basic dictionary skills.
18
ESLA 0333/ESL 1033 - Reading III
Prerequisites: ESLA 0323, placement test, or approval by instructor
This course focuses on academic reading and vocabulary building. Students learn to
identify the main idea, context clues, word order, and pronoun reference and signal words.
They also read a variety of texts to preview, predict, understand and draw conclusions,
make inferences, scan, and summarize. Students also interpret diagrams, charts, and other
visual content.
Semester Hours: (3-3-0)
Competency 1:
Competency 2:
Competency 3:
Competency 4:
Competency 5:
Competency 6:
Competency 7:
Student will comprehend texts appropriate to the level (e.g., grade level 6-8)
on familiar topics with emphasis on vocabulary expansion.
Student will distinguish between main ideas and supporting details in
simplified texts.
Student will use textual clues to identify simple patterns of organization, e.g.,
connectors and transitions to comprehend reading passages appropriate to
the level.
Student will develop vocabulary by recognizing context clues and using roots,
affixes, definition, restatement, and appositive clues.
Student will develop the following critical thinking skills when reading:
a. Draw conclusions from stated information.
b. Make simple predictions.
c. Relate reading to personal experience.
Student will recognize limited cultural references (or items).
Student will enhance English/English dictionary skills.
ESLA 0343/ESL 1043 - Reading IV
Prerequisites: ESLA 0333, placement test, or approval by instructor.
This course helps students develop academic reading and build vocabulary. Students learn
to more effectively identify the main idea, context clues, word order, and pronoun
reference and signal words. They also read a variety of texts to preview, predict,
understand and draw conclusions, make inferences, scan, paraphrase, distinguish fact and
opinion, and summarize. Completion of ESLA 0343 with a grade of “C” or better is
equivalent to READ 0301.
Semester Hours: (3 -3- 0)
Competency 1:
Competency 2:
Student will read a variety of texts of varying lengths on contemporary and
literary topics with some fluency and speed emphasizing vocabulary
expansion.
Student will distinguish between main ideas and supporting details in
simplified and/or authentic texts at the high intermediate level.
19
Competency 3:
Competency 4:
Competency 5:
Student will use a variety of textual clues, e.g., sentence connectors, signal
words, and pronoun reference to understand and discuss the meaning and
structure (i.e., patterns of organization) of a text.
Student will apply the following critical thinking skills when reading:
a. Understand the meaning of new vocabulary through: Context clues,
e.g., synonyms, antonyms, examples, definitions, and restatements,
etc. Roots and affixes.
b. Analyze text, e.g., simple outlining and note taking, summarize, draw
conclusions, and apply information to personal experiences.
c. Recognize facts and opinions.
Student will identify common cultural references.
ENGA
Composition and Grammar
ENGA 0351/0361
ENGA Composition (ENGA 0351)
Course Description
Student Learning Outcomes
This course is designed for non-native
1.
English speakers who need to acquire
proficiency in composition and grammar
2.
in order to take college-level classes.
Through guided writing practice on
3.
familiar topics, students have the
opportunity to acquire the necessary
writing and grammar proficiency for
4.
success in ENGL 1301 and other collegelevel classes. The course is taken
5.
concurrently with ENGA 0353 (Reading
6.
and Vocabulary). Students must pass the
ENGA exit exam and earn a B or better in
ENGA 0351 and ENGA 0353 to transition
to college-level classes. Upon completion
of ENGA 0351, students who need
additional time to gain proficiency for
college-level work will enroll in ENGA
0361.
Write a clear, well-organized, multi-paragraph essay
using a logical sequence in a prescribed rhetorical mode.
Demonstrate the ability to use the writing process by
generating ideas, drafting, revising, and editing.
Demonstrate functional vocabulary knowledge in a
variety of contexts at a level appropriate for college
level courses.
Write coherent and cohesive sentences in a variety of
common patterns.
Recognize and use proper English mechanics.
Demonstrate proficiency in basic skills related to
research-based academic writing, such as paraphrasing,
summarizing, quoting, and citing sources according to
prescribed style guidelines.
ENGA Composition (ENGA 0361)
This course is designed for non-native 1. Write a clear, well-organized, multi-paragraph essay
English speakers who have completed
using a logical sequence in a prescribed rhetorical mode.
ENGA 0351 and need to acquire greater 2. Demonstrate the ability to use the writing process by
generating ideas, drafting, revising, and editing.
proficiency in composition and grammar
3.
Demonstrate functional vocabulary knowledge in a
in order to take college-level classes.
variety of contexts at a level appropriate for college
Through guided writing practice on
level courses.
familiar topics, students have the
20
opportunity to acquire the necessary
4.
writing and grammar proficiency for
success in ENGL 1301 and other college- 5.
6.
level classes. The course is taken
concurrently with ENGA 0363. Students
must pass the ENGA exit exam and earn a
C or better in ENGA 0361 and ENGA
0363 to transition to college-level
classes.
Write coherent and cohesive sentences in a variety of
common patterns.
Recognize and use proper English mechanics.
Demonstrate proficiency in basic skills related to
research-based academic writing, such as paraphrasing,
summarizing, quoting, and citing sources according to
prescribed style guidelines.
Prerequisites: ESLA 0341 and ESLA 0342 with a grade of “C” or better, or placement exam,
or departmental approval
This course is designed for non-native English speakers who need to acquire proficiency in
composition and grammar in order to take college-level classes. Through guided writing
practice on familiar topics, students have the opportunity to acquire the necessary writing
and grammar proficiency for success in ENGL 1301 and other college-level classes.
Students must pass the ENGA exit exam and earn a B or better in ENGA 0351 to transition
to college-level classes. The course is taken concurrently with ENGA 0353 (Reading and
Vocabulary). Students must pass the ENGA exit exam and earn a B or better in ENGA 0351
and ENGA0353 to transition to college-level classes. Upon completion of ENGA 0351,
students who need additional time to gain proficiency for college-level work will enroll in
ENGA 0361.
Semester Hours: (3-3-0)
Writing
The student will recognize and produce the type of essay each writing task
requires (including some discipline-specific writing tasks as well as
Competency 1:
traditional English composition assignments).
Competency 2:
Competency 3:
Competency 4:
Competency 5:
The student will exhibit increased fluency in writing and will plan and
develop multi-paragraph essays (with some including analysis, synthesis,
evaluation, etc.) using a variety of sentence structures and vocabulary,
exhibiting clarity, coherence and substance, and the application of Standard
English conventions appropriate to the level.
The student will proofread and edit written work attending to grammar,
mechanics, clarity, coherence, substance, audience, and purpose, etc.
The student will gather information and integrate sources in written work
where appropriate.
The student will use reference tools to edit writing and give credit to sources
by using basic forms of citation.
21
Competency 6:
Competency 7:
Competency 1:
Competency 2:
Competency 3:
Competency 4:
Competency 5:
The student will refine computer word processing skills including citation
styles.
The student will execute other academic writing tasks including: essay
responses to test questions calling for higher-order thinking skills, written
responses to reading selections, summaries, reaction papers (reflection of
personal experiences as they relate to academic topics), and written tasks in
online learning environments.
SENTENCE STRUCTURE
The student will demonstrate proficiency of all grammatical structures.
The student will identify and produce a variety of sentence structure
patterns (including questions) appropriate to the level and containing
grammatical forms covered in this and previous levels.
The student will recognize and use the following grammatical structures in
context:
a. Noun clauses as subjects or objects (embedded speech with WH words,
whether/if, that)
b. Quoted speech
c. Relative clauses, restrictive and non-restrictive (who, what, that, which,
whose)
d. Deletion of relative pronouns from relative clauses
e. Subordinating adverb clauses of time, cause, contrast, and condition (e.g.,
as soon as, as, although, unless)
f. Deletion of "noun + verb" in adverb clauses (e.g., while listening)
g. Dangling modifiers
h. Misplaced modifiers
i. Clauses linked by conjunctive adverbs/adverb phrases (e.g. thus)
j. Verb phrases (Tense, Aspect, Voice, & Mood)
The student will recognize contextualized meaning and will use simple past
modals and related phrasal forms in affirmative, negative, and question
forms (e.g.):
a. Had to/Be supposed to (past obligation)
b. Would/Used to (habitual past)
c. Be/Get used/accustomed to (present or past habit)
d. Be allowed to (permission)
e. Be able to/Could (past ability)
The student will recognize and use the following grammatical structures in
context:
a.
b.
c.
d.
e.
Reported speech
Conditionals - actual and hypothetical (if/wish)
Subjunctive and causative forms
Connectives and reductions covered in the previous level
Clauses linked by correlative conjunctions (both ...and, either ...or,
neither. . . nor)
22
f.
g.
Prepositional phrases
Determiners in phrases (e.g., articles, quantifiers and partitives,
collective nouns)
h. Referential forms (antecedent agreement)
i. Verb phrases (Tense, Aspect, Voice, & Mood)
Competency 6:
Competency 7:
The student will recognize and use active and passive voice verbs in
affirmative, negative, and question forms as indicated by the context of a
passage or conversation demonstrating the ability to shift among tenses and
use appropriate forms of inflection.
The student will recognize contextualized meaning and will use perfect
modals and related phrasal forms in affirmative, negative, and question
forms (e.g.):
a.
b.
c.
d.
e.
Could have
Would have
May/Might have
Should have
Will have
ENGA
Reading and Vocabulary
ENGA 0353/0363
ENGA Reading and Vocabulary (ENGA 0353)
Course Description
This course is designed for non-native
English speakers who need to acquire
fluency in reading comprehension in
order to take college-level classes.
Through reading authentic materials,
including college texts and/or literature,
students gain the necessary critical
reading and thinking skills required for
college-level assignments. The course is
taken concurrently with ENGA 0351.
Students must pass ENGA exit exam and
earn a B or better in ENGA 0353 and
ENGA 0351 to transition to college-level
classes. Upon completion of ENGA 0353,
students who need additional time to
gain proficiency for college-level work
will enroll in ENGA0363.
Student Learning Outcomes
1. Comprehend and summarize texts, including the
identification of the main idea, supporting details,
audience and purpose of the text.
2. Interpret and critically analyze the author’s bias,
purpose, and perspective in academic materials.
3. Make inferences and draw conclusions from a variety of
college level texts.
4. Respond critically, orally and in writing, to various kinds
of college level texts.
5. Understand and use academic vocabulary and
linguistically complex structures across a variety of
disciplines and genres.
6. Demonstrate knowledge of cultural and historical
references to American society in written materials.
7. Demonstrate overall proficiency to transition to ENGA
0363 or English 1301.
23
ENGA Reading and Vocabulary (ENGA 0363)
This course is designed for non-native
1. Comprehend and summarize texts, including the
identification of the main idea, supporting details,
English speakers who have completed
audience and purpose of the text
ENGA 0353 and need to enhance their
2.
Interpret
and critically analyze the author’s bias,
fluency in reading comprehension in
purpose,
and
perspective in academic materials.
order to take college-level classes.
3.
Make
inferences
and draw conclusions from a variety of
Through reading authentic materials,
college level texts.
including college texts and/or literature,
4. Respond critically, orally and in writing, to various kinds
students gain the necessary critical
of college level texts.
reading and thinking skills required for
5. Understand and use academic vocabulary and
college-level assignments. The course is
linguistically complex structures across a variety of
taken concurrently with ENGA 0361.
disciplines and genres.
Students must pass the ENGA exit exam
6. Demonstrate knowledge of cultural and historical
and earn a C or better in ENGA 0363 and
references to American society in written materials.
ENGA0361 to transition to college-level
Demonstrate overall proficiency to transition to English
classes.
1301.
ENGA 0353 - Reading and Vocabulary
Prerequisites: ESLA 0343 with a grade of “C” or better, or placement exam, or departmental
approval
This course is designed for non-native English speakers who need to acquire fluency in reading
comprehension in order to take college-level classes. Through reading authentic materials,
including college texts and/or literature, students gain the necessary critical reading and thinking
skills required for college-level assignments. The course is taken concurrently with ENGA 0351.
Students must pass ENGA exit exam and earn a B or better in ENGA 0353 and ENGA 0351 to
transition to college-level classes. Upon completion of ENGA 0353, students who need additional
time to gain proficiency for college-level work will enroll in ENGA0363.
Semester Hours: (3-3-0)
Competency 1:
Competency 2:
Competency 3:
Competency 4:
Student will apply reading strategies according to text (e.g., using test taking
skills, applying personal schema to survey and predict, identifying implicit
main idea, improving reading rate, etc.)
Student will use a wide range of textual cues to compare the meaning and
structure of academic materials.
Student will analyze authentic reading materials through the use of outlining,
paraphrasing, summarizing, and comparing perspectives.
Student will demonstrate the ability to apply the following critical thinking
skills when reading:
a. Distinguish facts from opinions.
b. Make inferences (vocabulary context clues, main idea, etc.)
24
Competency 5:
Competency 6:
c. Identify author's purpose, point of view, tone, and method of
development.
d. Comprehend the use of figurative language.
e. Synthesize information gathered from reading in order to give
informed opinion.
Student will understand and discuss common cultural references.
Student will understand and use academic vocabulary across a variety of
disciplines and genres.
ENGA 0363 - Reading and Vocabulary
Prerequisites: ENGA 0353 with a grade of “C” or better, or placement exam, or
departmental approval
This course is designed for non-native English speakers who have completed ENGA 0353
and need to enhance their fluency in reading comprehension in order to take college-level
classes. Through reading authentic materials, including college texts and/or literature,
students gain the necessary critical reading and thinking skills required for college-level
assignments. The course is taken concurrently with ENGA 0361. Students must pass the
ENGA exit exam and earn a C or better in ENGA 0363 and ENGA0361 to transition to
college-level classes.
Semester Hours: (3-3-0)
Competency 1:
Competency 2:
Competency 3:
Competency 4:
Competency 5:
Competency 6:
Student will adjust reading strategies (reading rate, test taking skills, etc.)
according to text.
Student will demonstrate general understanding of conceptually and/or
linguistically complex materials within a wide range of personal,
professional, and academic contexts.
Student will explain and justify an opinion in reaction to authentic reading
materials.
Student will apply the following critical thinking skills when reading:
a. Distinguish facts from opinions.
b. Evaluate the credibility (fallacies, biases, etc.) and argumentation of
a text.
c. Infer hypotheses.
d. Interpret aesthetic properties of language, i.e., figurative language.
e. Interpret the author's purpose, point of view, and tone.
f. Extrapolate and manipulate facts.
Student will demonstrate familiarity with common cultural schema.
Student will understand and use academic vocabulary and linguistically
complex structures across a variety of disciplines and genres.
25
Grading Criteria
SPEAKING AND LISTENING
LEVEL 1 - DEPARTMENT GRADING RUBRIC
A- Production and Comprehension: Passing
Student produces sentence-level language, ranging from discrete sentences to strings of
sentences, typically in present time. Speaker can be understood with minimum difficulty.
Student has minor interference from another language, (e.g., use of code-switching, false
cognates, literal translations), and a pattern of gaps in communication may occur. Errors
never or almost never interfere with communication.
Student can effectively •
•
•
•
•
•
•
•
•
Interact in basic social situations such as introductions, greetings, appreciation, and apology
without misrepresentation or confusion.
Inquire about basic subjects such as locations, prices, dates, times, and friends.
Follow simple directions.
Listen and recite dialog on topics related to everyday situations.
Listen and understand simple messages.
Take dictation of words and simple sentences.
Talk about present and past activities and events (using simple present and past tenses).
Talk about past events (using simple past tense).
Accurately pronounce sounds and patterns in context.
B- Production and Comprehension: Passing
Student produces sentence-level language, ranging from discrete sentences to strings of
sentences, typically in present time. Speaker can be understood with minimum difficulty.
Student has some interference from another language, and a pattern of gaps in
communication may occur. Speaker can usually be understood with minimum difficulty.
Minor distracting errors interfere with communication.
Student can –
•
•
•
•
•
•
•
•
•
•
Interact in basic social situations such as introductions, greetings, appreciation, and apology
with minimum misrepresentation or confusion.
Inquire about basic subjects such as locations, prices, dates, times, and friends with minor
distracting grammar errors.
Follow simple directions with a little difficulty.
Listen and recite dialog on topics related to everyday situations with minimum difficulty.
Listen and understand simple messages, and take dictation of words and simple sentences with
minimum difficulty.
Take dictation of words and simple sentences.
Talk about present and past activities and events (using simple present and past tenses) with
minor distracting errors.
Talk about past events (using simple past tense) with minor distracting errors.
Pronounce sounds and patterns in context with minor difficulty.
Speak using appropriate vocabulary for the task.
26
C- Production and Comprehension: Barely Passing
Student can only produce a limited number of uncomplicated sentences in straightforward
social situations and predictable topics. Student has concrete exchanges and can usually be
understood with some difficulty including interference from another language and distracting
errors.
Student can –
• Interact in basic social situations such as introductions, greetings, appreciation, and apology with
some misrepresentation or confusion.
• Inquire about basic subjects such as locations, prices, dates, times, and friends with some
distracting grammar errors.
• Follow simple directions with some difficulty.
• Listen and recite dialog on topics related to everyday situations with some difficulty.
• Listen and understand simple messages, and take dictation of words and simple sentences with
some difficulty.
• Speak using appropriate vocabulary for the task.
F-Production and Comprehension: Not Passing
Student cannot produce uncomplicated sentences in social situations and predictable topics.
Student cannot be understood because of interference from another language and has serious
distracting errors.
Student cannot –
•
•
•
•
•
•
Interact nor make inquiries in basic social situations.
Follow simple directions.
Listen and recite dialog on topics, listen and understand simple messages, nor take dictation.
Talk about events using simple present and past tenses.
Pronounce most sounds and speak clearly because of a lot of native language interference.
Speak clearly because of distracting grammar errors and lack of appropriate vocabulary.
SPEAKING AND LISTENING
LEVEL 2 - DEPARTMENT GRADING RUBRIC
A- Production and Comprehension: Passing
Speaker asks and answers questions and can maintain simple conversations on familiar topics
using sentences and strings of sentences. Speaker can be understood with minimum difficulty.
Errors never or almost never interfere with communication.
Student can effectively •
•
•
•
•
•
Describe personal background and narrate past events and experiences with no or a few grammar
errors.
Talk about present events and future plans, personal and professional goals with minor grammar
errors.
Pronounce sounds correctly but has some noticeable native language interference.
Ask questions about past, present, and future intentions, events, activities, and daily life with minor
grammar errors.
Speak using appropriate vocabulary for the task.
Listen to everyday conversations, events, lectures and report on content with minimum effort.
27
B- Production and Comprehension: Passing
Speaker asks and answers questions with minor difficulty. Speaker can mostly maintain
simple conversations on familiar topics using sentences and strings of sentences. Speaker can
usually be understood with minimum difficulty. Minor distracting errors interfere with
communication.
Student can –
•
Describe personal background and narrate past events and experiences with minor distracting
grammar errors.
• Talk about present events and future plans, personal and professional goals with some grammar
errors.
• Mostly pronounce sounds correctly but has some noticeable native language interference.
• Ask questions about past, present, and future intentions, events, activities, and daily life with some
grammar errors.
• Speak using sufficient vocabulary for the task.
• Listen to everyday conversations, events, lectures and report on content with some effort.
C- Production and Comprehension: Barely Passing
Speaker can mostly maintain simple conversations on familiar topics using sentences and
strings of sentences. Speaker can usually be understood with minimum difficulty. Distracting
errors somewhat interfere with communication.
Student can –
•
•
•
•
•
Describe personal background and narrate past events and experiences with distracting grammar
errors.
Talk about present events and future plans, personal and professional goals with grammar errors.
Speak mostly with intelligible pronunciation but has some noticeable native language interference.
Ask questions about past, present, and future intentions, events, activities, and daily life with
grammar errors.
Speak using adequate vocabulary for the task and may refer to native language for words or
cognates.
F-Production and Comprehension: Not Passing
Speaker cannot maintain simple conversations. Speaker cannot be understood. Speaker
exhibits a great deal of difficulty conveying ideas. Distracting errors completely interfere with
communication.
Student cannot –
•
•
•
•
•
Describe personal background and narrate past events and experiences.
Talk about present events and future plans, personal and professional goals.
Speak with intelligible pronunciation, stress, and intonation.
Pronounce most sounds because of a lot of native language interference.
Speak clearly because of distracting grammar errors and lack of appropriate vocabulary.
28
SPEAKING AND LISTENING
LEVEL 3 - DEPARTMENT GRADING RUBRIC
A- Production and Comprehension: Passing
Speaker converses, discusses topics of personal interest, describes, narrate events in the past,
present, and future. Speaker can be understood with minimum difficulty. Errors never or
almost never interfere with communication.
Student can effectively -
•
•
•
•
•
•
•
•
B-
Speak about many social, professional, and academic situations and experiences.
Speak with intelligible pronunciation, stress, and intonation.
Pronounce most sounds without a lot of native language interference.
Deliver presentations, explain, and support opinions with minimum effort.
Simulate social and academic situations.
Understand factual information and respond appropriately to comprehension questions.
Take notes during presentations and demonstrate comprehension.
Summarize and synthesize academic lectures.
Production and Comprehension: Passing
Speaker converses, discusses topics of personal interest, describes, narrate events in the past,
present, and future. Speaker can be understood with minimum difficulty. Minor distracting
errors interfere with communication.
Student can –
•
Speak about many social, professional, and academic situations and experiences with minor
difficulty.
• Speak mostly with intelligible pronunciation, stress, and intonation.
• Mostly pronounce sounds correctly but has some noticeable native language interference.
• Deliver presentations, explain, and support opinions with minimum effort.
• Simulate social and academic situations.
• Mostly understand factual information and respond appropriately to comprehension questions.
• Take notes during presentations and demonstrate comprehension with some difficulty.
• Summarize and synthesize academic lectures with minor difficulty.
C- Production and Comprehension: Barely Passing
Speaker converses, discusses topics of personal interest, describes, narrate events in the past,
present, and future. Speaker can be understood with some difficulty. Distracting errors
frequently interfere with communication.
Student can –
•
•
•
•
•
•
•
•
Speak about many social, professional, and academic situations and experiences with some
difficulty.
Speak mostly with intelligible pronunciation, stress, and intonation and certain sounds are difficult
to pronounce.
Pronounce certain sounds correctly but has some noticeable native language interference.
Deliver presentations, explain, and support opinions with minimum effort.
Simulate social and academic situations with some difficulty.
Understand factual information and respond appropriately to comprehension questions with some
difficulty.
Take notes during presentations and demonstrate comprehension with some difficulty.
Summarize and synthesize academic lectures with minor difficulty.
29
F-Production and Comprehension: Not Passing
Speaker cannot converse, discuss, describe, and narrate events. Distracting errors completely
interfere with communication.
Student cannot –
•
•
•
•
•
•
•
Speak about situations and experiences without major difficulty.
Speak with intelligible pronunciation, stress, and intonation.
Pronounce most sounds because of a lot of native language interference.
Speak clearly because of distracting grammar errors.
Deliver presentations, explain, and support opinions without major difficulty.
Simulate social and academic situations.
Understand factual information and respond appropriately to comprehension questions.
SPEAKING AND LISTENING
LEVEL 4 - DEPARTMENT GRADING RUBRIC
A- Production and Comprehension: Passing
At this level, speaker engages in conversation in a clearly participatory manner. Errors never
or almost never interfere with communication.
Student can effectively •
•
•
•
•
•
•
•
Speak using formal and informal language in persuasion, negotiation, debate, etc.
Use rhythm, stress, and intonation to convey precise meaning even though they are unable to
master particular sounds based on native language interference.
Pronounce most sounds without a lot of native language interference.
Use past, present, future, and modals (to express hypothetical) with minimum or no difficulty.
Speak extemporaneously on diverse topics.
Comprehend, analyze, synthesize and summarize extensive discourse.
Take notes on contemporary topics (e.g., news items, reports, etc.)
Take notes during lectures and presentations, and summarize the content.
B-Production and Comprehension: Passing
Speaker engages in conversation in a clearly participatory manner with minimum difficulty.
Minor distracting errors interfere with communication.
Student can –
•
•
•
•
•
•
•
•
Speak using formal and informal language with noticeable effort in persuasion, negotiation, debate,
etc.
Use rhythm, stress, and intonation to convey mostly understandable meaning even with minor
incomprehensible sounds based on native language.
Mostly pronounce sounds correctly but has some noticeable native language interference.
Speak using minimal non-distracting grammar errors.
Speak extemporaneously on diverse topics.
Comprehend, analyze, synthesize and summarize extensive discourse with minor difficulty.
Take notes on contemporary topics (e.g., news items, reports, etc.) with minimum difficulty.
Take notes during lectures and presentations, and summarize the content with minimum difficulty.
30
C-Production and Comprehension: Barely Passing
Speaker engages in conversation in a clearly participatory manner with certain grammatical
roughness (e.g., inconsistent control of verb endings). Distracting errors somewhat interfere
with communication.
Student can –
•
•
•
•
•
•
•
•
Speak using formal and informal language with some difficulty in persuasion, negotiation, debate,
etc.
Use rhythm, stress, and intonation to convey mostly understandable meaning even with some
incomprehensible sounds based on native language.
Pronounce certain sounds correctly but has some noticeable native language interference.
Speak using some distracting grammar errors.
Speak extemporaneously on diverse topics with minor difficulty.
Comprehend, analyze, synthesize and summarize extensive discourse with some difficulty.
Take notes on contemporary topics (e.g., news items, reports, etc.) with some difficulty.
Take notes during lectures and presentations, and summarize the content with some difficulty.
F-Production and Comprehension: Not Passing
Speaker cannot engage in conversation in a clearly participatory manner. Distracting errors
completely interfere with communication.
Student cannot –
•
•
•
•
•
•
•
•
Speak using formal and informal language in persuasion, negotiation, debate, etc.
Pronounce most sounds because of a lot of native language interference.
Use rhythm, stress, and intonation to convey understandable meaning.
Speak clearly because of distracting grammar errors.
Speak extemporaneously on diverse topics.
Comprehend, analyze, synthesize and summarize extensive discourse.
Take notes on contemporary topics (e.g., news items, reports, etc.) without a great deal of difficulty.
Take notes during lectures and presentations, and summarize the content without a great deal of
difficulty.
31
Grading Criteria
WRITING
LEVEL 1 - DEPARTMENT GRADING RUBRIC
A-Paper: Passing
•
•
•
•
•
•
Has correct word order in sentences: Subject – Verb – Object (SVO).
Has no or minor spelling errors.
Has correct punctuation marks.
Has correct simple, compound, and complex sentences.
Is generally free of distracting errors or has minimal non-distracting grammar errors such as
fragments, run-ons, comma splices, and shifts in verb tenses.
Has a logical organization of sentences.
B-Paper: Passing
•
•
•
•
•
•
Has mostly correct or maybe a few minor errors in word order: Subject – Verb – Object
(SVO).
Has no or minor spelling errors.
Has mostly correct punctuation marks.
Has no errors in simple sentences but may have minor errors in compound and complex
sentences.
Has minor errors with verb tenses, incorrect or unclear word usage, limited vocabulary, and
punctuation.
Has a logical sequence of sentences.
C-Paper: Barely Passing
•
•
•
•
•
•
Has mostly correct or maybe a few minor errors in word order: Subject – Verb – Object
(SVO).
Has minimal spelling errors.
Has a few errors with punctuation marks.
Has minor errors in simple, compound, and complex sentences.
Has a few distracting errors with verb tenses, incorrect or unclear word usage, and limited
vocabulary.
Has problems with a logical sequence of sentences.
F-Paper: Not Passing
•
•
•
•
•
Has many incorrectly written sentences.
Has confusing ideas.
Has no organization or logical sequence of sentences.
Has no sentence structure.
Has serious errors in grammar, spelling, punctuation, and other sentence errors that
interfere with readability and understanding.
32
WRITING
LEVEL 2 - DEPARTMENT GRADING RUBRIC
A-Paper: Passing
•
•
•
•
•
•
•
•
•
Has clear and concise paragraph format.
Has sentences with correct word order: Subject – Verb – Object (SVO).
Is unified with correct simple, compound, and complex sentences.
Is generally free of distracting errors or has minimal non-distracting grammar errors such as
fragments, run-ons, comma splices, and shifts in verb tenses.
Has correct sentence structure: Subject – Verb agreement, correct pronouns.
Has no or minor spelling errors.
Has correct punctuation marks.
Was typed using correct paragraph format with a word processor.
Has a logical organization of ideas.
B-Paper: Passing
•
•
•
•
•
•
•
•
Has clear and concise paragraph format.
Has sentences with correct word order: Subject – Verb – Object (SVO).
Has minor errors in correct simple, compound, and complex sentences.
Has some distracting errors, such as verb tenses, spelling, incorrect or unclear word usage,
limited vocabulary, and punctuation.
Has some errors, such as fragments, run-ons, and comma splices.
Has mostly correct sentence structure: Subject – Verb agreement, correct pronouns.
Was typed using mostly correct paragraph format with a word processor.
Has a logical organization of ideas.
C-Paper: Barely Passing
•
•
•
•
•
•
•
Has a somewhat concise paragraph format.
Has sentences with mostly correct word order: Subject – Verb – Object (SVO).
Has correct or minor errors with simple, compound, and complex sentences.
Has some distracting errors, such as verb tenses, spelling, incorrect or unclear word usage,
limited vocabulary, and punctuation.
Has some errors, such as fragments, run-ons, and comma splices.
Was typed but incorrectly (line-by-line sentences) with a word processor.
Has some logical organization of ideas.
F-Paper: Not Passing
•
•
•
•
•
Doesn’t have a paragraph format.
Has confusing ideas.
Has no organization of ideas.
Has illogical sentence structures or no structure.
Has serious errors in grammar, spelling, punctuation, and other sentence errors that
interfere with readability and understanding.
33
WRITING
LEVEL 3 - DEPARTMENT GRADING RUBRIC
A-Academic Paragraph: Passing
•
•
•
•
•
•
Has a focus topic and controlling idea clearly identified.
Has clear and concise organization and development with topic sentence, body, and
conclusion.
Answers the topic directly with a focus on the type of paragraph such as Descriptive,
Compare, Contrast, etc.
Is unified with correct transition words.
Is correctly organized with 5 – 8 sentences (simple, compound, and complex).
Is generally free of distracting errors or has minimal non-distracting grammar errors, such
as fragments, run-ons, comma splices, and shifts in verb tenses.
B-Academic Paragraph: Passing
•
•
•
•
•
•
•
Has a focus topic and controlling idea clearly identified.
Has clear and concise organization and development with topic sentence, body, and
conclusion.
Answers the topic directly with a focus on the type of paragraph such as Descriptive,
Compare, Contrast, etc.
Is somewhat unified with correct transition words.
Is correctly organized with 5 – 8 sentences (simple, compound, and complex).
Has some distracting errors, such as verb tenses, spelling, incorrect or unclear word usage,
limited vocabulary.
Has some errors such as fragments, run-ons, and comma splices.
C-Academic Paragraph: Barely Passing
•
•
•
•
•
•
Doesn’t have a clearly identified focus topic and controlling idea.
Has a few missing sentences in the organization and development (topic sentence, body, and
conclusion).
Answers the topic directly with a focus on the type of paragraph such as Descriptive,
Compare, Contrast, etc.
Doesn’t have transition words.
Isn’t correctly organized with 5 – 8 sentences (simple, compound, and complex); it has too
few or too many.
Has some errors, such as fragments, run-ons, and comma splices.
F-Academic Paragraph: Not Passing
•
•
•
•
•
•
Does not address the topic.
Writes confusing ideas.
Has no organization or development.
Has an illogical paragraph structure or no structure.
Reflects lack of editing and other problems.
Has serious errors in grammar, spelling, punctuation, and other sentence errors that
interfere with readability and understanding.
34
WRITING
LEVEL 4 - DEPARTMENT GRADING RUBRIC
FORMAT REQUIREMENTS
a.
b.
c.
The essay should have a correct heading.
The essay should be double spaced and typed in 12-pt. Times New Roman.
The essay should contain five paragraphs (300-500 words).
A-Essay: Passing
The writer’s position is clear, well-developed, and supported by strong evidence.
•
•
•
•
•
•
•
Has an explicit thesis statement.
Has a well-constructed (parallel) thesis statement (parallel structure, three main points).
Answers the prompt directly with a focus on the type of essay such as Compare/Contrast,
Process, Cause/Effect, Argumentative, etc.
Has skillfully constructed and unified sentences using appropriate transition words, etc.
Has correct structure and form (including the development of paragraphs as well as an
introduction and conclusion.)
Has logical coherence and repeatedly supports the thesis.
Has none or minor grammar and punctuation errors, and the errors do not interfere heavily
with the paper’s clarity or readability.
B- Essay: Passing
The writer’s position is mostly clear, developed, and supported by evidence.
•
•
•
•
•
•
Has an explicit thesis statement, and may have a little problem with parallel points.
Answers the prompt directly with a focus on the type of essay such as Compare/Contrast,
Process, Cause/Effect, Argumentative, etc.
Is unified with transition words, etc.
Has correct structure and form, but the essay is not as clearly developed as the A-paper.
Has a modest number of vocabulary, subordination, pronoun usage and parallel structure
errors causing only minimal confusion.
Is generally free of distracting errors, but it does have some grammar errors such as
fragments, run-ons, comma splices, and shifts in verb tenses.
C- Essay: Barely Passing
The writer has defined and developed a position but lacks strong support and has some
problems with the essay development.
•
•
•
•
•
•
•
•
May have a thesis statement, but it is vague/weak, or it is not clearly stated.
Problems with thesis construction (parallel structure, three main points).
Answers the prompt indirectly or is confusing.
Is somewhat unified.
Has correct structure and form (sentences are mostly well constructed), but the essay is not
as fully developed.
Has some noticeable errors, including limited and inappropriate vocabulary.
Has a few grammar errors in verb tense and form, word usage and form, subordination,
pronoun usage, and parallel structure.
Has some fragments, run-ons, and comma splices.
35
F- Essay: Not Passing
The writer takes no identifiable position, and the essay lacks coherence and unity.
•
•
•
•
•
Has no thesis statement.
Has a weak organization and development.
Does not address the prompt.
Has many confusing ideas.
Has serious errors in grammar and punctuation that interfere with readability and
understanding.
Grading Criteria
GRAMMAR
LEVEL 1 - DEPARTMENT GRADING RUBRIC
A- Grammar demonstrated in sentences and phrases: Passing
•
•
•
•
•
•
•
•
•
Has correct spelling of verb forms.
Has correct use of verb tense forms (be, have, there is, there are) and are appropriately used in
sentences (affirmative and negative forms, questions, and short answers).
Has correct use of the simple present tense and present progressive in a sentence.
Has correct use of the simple future ("BE going to") and "will" (formal future) in a sentence.
Has correct use of common modal auxiliaries, e.g. can/could (ability) in a sentence.
Has correct use of word order in simple sentences and phrases (Subject-Verb-Object)
Use correctly prepositions of location, place, and motion.
Has correct use of regular singular and plural forms of nouns.
Has correct use of adjectives and adverbs.
B- Grammar demonstrated in sentences and phrases: Passing
•
•
•
•
•
•
•
•
•
Has minimum spelling errors of verb forms.
Has minor errors with the use of verb tense forms (be, have, there is, there are) in sentences and
affirmative and negative forms, questions, and short answers.
Has minor errors with the use of simple present tense and present progressive in a sentence.
Has minor errors with the use of simple future ("BE going to") and "will" (formal future) in a
sentence.
Has minor errors with the use of common modal auxiliaries, e.g. can/could (ability) in a
sentence.
Has minor errors with the use of word order in simple sentences and phrases (Subject-VerbObject)
Has minor errors with the use of prepositions of location, place, and motion.
Has minor errors with the use of regular singular and plural forms of nouns.
Has minor errors with the use of adjectives and adverbs.
36
C- Grammar demonstrated in sentences and phrases: Barely Passing
•
•
•
•
•
•
•
•
•
Has a few major spelling errors of verb forms.
Has a few major errors with the use of verb tense forms (be, have, there is, there are) in
sentences and affirmative and negative forms, questions, and short answers.
Has a few major with the use of simple present tense and present progressive in a sentence.
Has a few major with the use of simple future ("BE going to") and "will" (formal future) in a
sentence.
Has a few major with the use of common modal auxiliaries, e.g. can/could (ability) in a sentence.
Has a few major with the use of word order in simple sentences and phrases (Subject-VerbObject)
Has a few major with the use of prepositions of location, place, and motion.
Has a few major with the use of regular singular and plural forms of nouns.
Has a few major with the use of adjectives and adverbs.
F- Grammar demonstrated in sentences and phrases: Not Passing
•
•
•
•
Has serious spelling errors of verb forms.
Has excessive errors with the use of verb tense forms.
Has excessive errors with the use of word order.
Has major errors with nouns, adjectives, adverbs, and prepositions.
GRAMMAR
LEVEL 2 - DEPARTMENT GRADING RUBRIC
A- Grammar demonstrated in sentences and phrases: Passing
•
•
•
•
•
•
•
•
Has correct spelling for present and past tense verb forms.
Has correct use of the simple present and present progressive in sentences (simple and
compound).
Has correct use of action and non-action verbs.
Has correct use of the simple past tense (regular and high frequency irregular verbs) and the
past progressive tenses in sentences in time clauses.
Has correct use of the future ("will" and "be going to") in sentences.
Has correct use of comparative, superlative, and equative adjective forms in sentences.
Has correct use of common modal auxiliaries.
Has correct use and spelling of high frequency irregular plural nouns.
B- Grammar demonstrated in sentences and phrases: Passing
•
•
•
•
•
•
•
•
Has minimum spelling errors of present and past tense verb forms.
Has correct use of the simple present and present progressive in sentences (simple and
compound).
Has correct use of action and non-action verbs.
Has correct use of the simple past tense (regular and high frequency irregular verbs) and the
past progressive tenses in sentences in time clauses.
Has correct use of the future ("will" and "be going to") in sentences.
Has minor errors with the use of comparative, superlative, and equative adjective forms in
sentences.
Has minor errors with the use of common modal auxiliaries.
Has minor errors with the use and spelling of high frequency irregular plural nouns.
37
C- Grammar demonstrated in sentences and phrases: Barely Passing
•
•
•
•
•
•
•
•
Has a few major spelling errors of present and past tense verb forms.
Has a few major errors in the use of the simple present and present progressive in sentences
(simple and compound).
Has a few major errors in the use of action and non-action verbs.
Has a few major errors in the use of the simple past tense (regular and high frequency irregular
verbs) and the past progressive tenses in sentences in time clauses.
Has a few major errors in the use of the future ("will" and "be going to") in sentences.
Has a few major errors in the use of comparative, superlative, and equative adjective forms in
sentences.
Has minor errors with the use of common modal auxiliaries.
Has some errors in the use and spelling of high frequency irregular plural nouns.
F- Grammar demonstrated in sentences and phrases: Not Passing
•
•
•
Has serious spelling errors of verb forms and high frequency irregular plural nouns.
Has excessive errors in the use of present, past, future tenses, and modals.
Has excessive errors in the use of comparative, superlative, and equative adjective forms.
GRAMMAR
LEVEL 3 - DEPARTMENT GRADING RUBRIC
A- Grammar demonstrated in paragraphs and sentences: Passing
•
•
•
•
•
•
•
Has correct spelling for all verb forms and irregular plural nouns.
Includes correct use of sentence structures containing verb tenses in simple, compound, and
complex sentences.
Includes correct use of the past tense and present perfect tenses in complex sentences.
Includes correct use of common gerunds and infinitives.
Includes correct use of modals and related phrasal forms in affirmative, negative, and question
forms for present and future intention in writing tasks.
Has correct adverb and adjective clauses.
Has correct use of nouns and pronouns (regular and irregular forms).
B- Grammar demonstrated in paragraphs and sentences: Passing
•
•
•
•
•
•
•
Has minimum spelling errors of irregular plurals nouns and verb forms, especially irregular
past and past participle.
Includes correct use of sentence structures containing verb tenses in simple, compound, and
complex sentences.
Includes correct use of the past tense and present perfect tenses in complex sentences.
Has a few errors with the use of common gerunds and infinitives.
Has minor errors in the use of modals and related phrasal forms in affirmative, negative, and
question forms for present and future intention in writing tasks.
Has minor errors in the use adverb and adjective clauses.
Has minor errors in the use of nouns and pronouns (regular and irregular forms).
38
C- Grammar demonstrated in paragraphs and sentences: Barely Passing
•
•
•
•
•
•
•
Has a few spelling errors of irregular plurals nouns and verb forms, especially irregular past
and past participle.
Includes minimum errors in sentence structures containing verb tenses in simple, compound,
and complex sentences.
Includes minimum errors in the past tense and present perfect tenses in complex sentences.
Has a few errors with the use of common gerunds and infinitives.
Has some errors in the use adverb and adjective clauses.
Has some errors in the use of modals and related phrasal forms in affirmative, negative, and
question forms for present and future intention in writing tasks.
Has some errors in the use of nouns and pronouns (regular and irregular forms).
F- Grammar demonstrated in paragraphs and sentences: Not Passing
•
•
•
Has serious spelling errors in verb forms and irregular nouns.
Has excessive errors in grammatical structures and sentence structure patterns containing
complex grammatical forms and clauses, and writing doesn’t have clear coherent sentences.
Has extensive errors with nouns and pronouns (regular and irregular forms).
GRAMMAR
LEVEL 4 - DEPARTMENT GRADING RUBRIC
A- Grammar demonstrated in paragraphs and sentences: Passing
•
•
•
•
•
•
Has correct spelling for all verb forms.
Includes correct use of grammatical structures showing tense, aspect, voice, and mood in
writing tasks.
Includes correct use of a variety of sentence structure patterns containing complex
grammatical forms and clauses in writing tasks.
Includes correct use of active and passive voice verbs in affirmative, negative, and question
forms correctly in writing tasks.
Includes correct shift among tenses and use of appropriate forms.
Has correct past modals and related phrasal forms in affirmative, negative, and question forms
in writing tasks.
B- Grammar demonstrated in paragraphs and sentences: Passing
•
•
•
•
•
•
Has minimum spelling errors in verb forms, especially irregular past and past participle.
Includes correct use of grammatical structures showing tense, aspect, voice, and mood in
writing tasks.
Has a few errors in sentence structure patterns containing complex grammatical forms and
clauses in writing tasks.
Includes minor errors in active and passive voice verbs in affirmative, negative, and question
forms correctly in writing tasks which may include clear subject identification.
Has minor errors in shift among tenses and use of appropriate forms.
Has minor errors in the use of past modals and related phrasal forms in affirmative, negative,
and question forms in writing tasks.
39
C- Grammar demonstrated in paragraphs and sentences: Barely Passing
•
•
•
•
•
Has a few spelling errors in for all verb forms.
Includes minimum errors in grammatical structures and sentence structure patterns
containing complex grammatical forms and clauses in writing tasks.
Includes some errors in active and passive voice verbs in affirmative, negative, and question
forms correctly in writing tasks which may include clear subject identification.
Has some errors in shift among tenses and use of appropriate forms.
Has some errors in the use of past modals and related phrasal forms in affirmative, negative,
and question forms in writing tasks.
F- Grammar demonstrated in paragraphs and sentences: Not Passing
•
•
•
Has serious spelling errors in verb forms.
Has excessive errors in grammatical structures and sentence structure patterns containing
complex grammatical forms and clauses, and writing doesn’t have clear coherent sentences.
Has extensive errors in shift among tenses and use of appropriate forms.
Grading Criteria
READING
LEVEL 1 - DEPARTMENT GRADING RUBRIC
A grade - Reading Proficiency and High Frequency Vocabulary: Passing
Student can effectively read and understand simple texts that convey basic information (e.g.,
diagrams, announcements, lists, notices, and simple short stories). Student can also demonstrate
an overall understanding of text on familiar subjects from which new vocabulary can be
determined by context (e.g., highly familiar, everyday contexts about people, places, and events)
containing familiar vocabulary with 90 – 100 percent comprehension fluency. Student has a
significant range of high frequency vocabulary derived from cognates, affixes, and some context
to determine meaning.
Use reading skills to successfully:
• Read and comprehend short, simple texts with attention to expanding vocabulary (i.e., in a
simple news story, simple reports).
• Identify general and specific information as well as sequence of events in short text.
• Develop vocabulary by recognizing context clues (e.g. cognates, synonyms, antonyms,
pronouns, and common prepositions) and common roots/affixes in context.
• Apply reading strategies (e.g., background knowledge to survey and predict, identify explicit
main idea).
• Distinguish between main ideas and supporting details in texts.
• Identify simple transitions and connectors and apply them in reading comprehension.
Apply the following critical thinking skills to successfully:
• Understand sentence meaning by attending to word order and signal words
• Apply background knowledge, and/or visual information to support meaning.
• Understand simple sentences in context and in sequence.
• Understand new words and/or phrases by drawing on graphic and contextual support, and
background knowledge.
• Demonstrate reading comprehension by answering questions in written and spoken form.
• Use high frequency vocabulary
• Read modified and simplified texts appropriate for nonnative English speakers.
40
B grade - Reading Proficiency and High Frequency Vocabulary: Passing
Student can mostly read and understand texts that convey basic information (e.g.,
announcements, notices, and online bulletin boards, and forums). Student can
demonstrate with minor difficulty an overall understanding of text with familiar subjects
or non-complex unfamiliar text from which new vocabulary can be determined by
context (e.g., highly familiar, everyday contexts about people, places, and events)
containing familiar vocabulary with 80 – 89 percent comprehension fluency. Student has
a good range of high frequency vocabulary derived from cognates, affixes, and some
context to determine meaning.
Use reading skills with minimum difficulty to:
•
•
•
•
•
•
Read and comprehend short, simple texts with attention to expanding vocabulary (i.e., in a
simple news story, simple reports).
Identify general and specific information as well as sequence of events in short text.
Develop vocabulary by recognizing context clues (e.g. cognates, synonyms, antonyms,
pronouns, and common prepositions) and common roots/affixes in context.
Apply reading strategies (e.g., background knowledge to survey and predict, identify explicit
main idea).
Distinguish between main ideas and supporting details in texts.
Identify simple transitions and connectors and apply them in reading comprehension.
Apply the following critical thinking skills with minimum difficulty to:
•
•
•
•
•
•
•
Understand sentence meaning by attending to word order and signal words
Apply background knowledge, and/or visual information to support meaning.
Understand simple sentences in context and in sequence.
Understand new words and/or phrases by drawing on graphic and contextual support, and
background knowledge.
Demonstrate reading comprehension by answering questions in written and spoken form.
Use high frequency vocabulary
Read modified and simplified texts appropriate for nonnative English speakers.
C grade - Reading Proficiency and High Frequency Vocabulary: Barely Passing
Student can somewhat read and understand texts that convey basic information (e.g.,
announcements, notices, and online bulletin boards, and forums). Student can
demonstrate an understanding of text with familiar subjects or non-complex unfamiliar
text with occasional gaps in understanding due to 70 – 79 percent comprehension,
limited vocabulary, structures, and writing conventions of the language. Student has an
average range of high frequency vocabulary derived from cognates, affixes, and some
context to determine meaning.
Use reading skills to marginally:
•
•
•
•
Read and comprehend short, simple texts with attention to expanding vocabulary (i.e., in a
simple news story, simple reports).
Identify general and specific information as well as sequence of events in short text.
Develop vocabulary by recognizing context clues (e.g. cognates, synonyms, antonyms,
pronouns, and common prepositions) and common roots/affixes in context.
Apply reading strategies (e.g., background knowledge to survey and predict, identify explicit
main idea).
41
•
•
Distinguish between main ideas and supporting details in texts.
Identify simple transitions and connectors and apply them in reading comprehension.
Apply the following critical thinking skills with some difficulty to:
•
•
•
•
•
•
•
Understand sentence meaning by attending to word order and signal words
Apply background knowledge, and/or visual information to support meaning.
Understand simple sentences in context and in sequence.
Understand new words and/or phrases by drawing on graphic and contextual support, and
background knowledge.
Demonstrate reading comprehension by answering questions in written and spoken form.
Use high frequency vocabulary
Read modified and simplified texts appropriate for nonnative English speakers.
F grade - Reading Proficiency and High Frequency Vocabulary: Not Passing
At this level, student cannot read and understand or has a great deal of difficulty
understanding texts that convey basic information (e.g., announcements, notices, and
online bulletin boards, and forums). Student cannot demonstrate an understanding of
text with familiar subjects or non-complex unfamiliar text or may have major difficulty
due to 0 – 69 percent comprehension, very limited vocabulary, structures, and writing
conventions of the language. Student has an insignificant range of high frequency
vocabulary derived from cognates, affixes, and some context to determine meaning.
Lacks adequate reading skills to:
•
•
•
•
•
•
Read and comprehend short, simple texts with attention to expanding vocabulary (i.e., in a
simple news story, simple reports).
Identify general and specific information as well as sequence of events in short text.
Develop vocabulary by recognizing context clues (e.g. cognates, synonyms, antonyms,
pronouns, and common prepositions) and common roots/affixes in context.
Apply reading strategies (e.g., background knowledge to survey and predict, identify explicit
main idea).
Distinguish between main ideas and supporting details in texts.
Identify simple transitions and connectors and apply them in reading comprehension.
Meagerly applies the following critical thinking skills to:
•
•
•
•
•
•
•
Understand sentence meaning by attending to word order and signal words
Apply background knowledge, and/or visual information to support meaning.
Understand simple sentences in context and in sequence.
Understand new words and/or phrases by drawing on graphic and contextual support, and
background knowledge.
Demonstrate reading comprehension by answering questions in written and spoken form.
Use high frequency vocabulary
Read modified and simplified texts appropriate for nonnative English speakers.
42
READING
LEVEL 2 - DEPARTMENT GRADING RUBRIC
A grade - Reading Proficiency and High Frequency Vocabulary: Passing
At this level, student can easily read and understand texts that convey basic information (e.g.,
announcements, notices, and online bulletin boards, and forums). Student can also demonstrate
an overall understanding of text on familiar subjects or non-complex unfamiliar text from which
new vocabulary can be determined by context (e.g., highly familiar, everyday contexts about
people, places, and events) containing familiar vocabulary with 90 – 100 percent comprehension
fluency. Student has a significant range of high frequency vocabulary derived from cognates,
affixes, and some context to determine meaning.
Use reading skills to successfully:
• Comprehend texts with emphasis on expanding vocabulary (i.e., in a simple news story).
• Develop vocabulary by recognizing context clues (e.g. definition, restatement, synonyms,
antonyms, pronouns, and common prepositions) and using roots/affixes
• Apply reading strategies (e.g., background knowledge to survey and predict, identify explicit
main idea).
• Distinguish between main ideas and supporting details in texts.
• Identify transitions and connectors and apply them in reading comprehension.
Apply the following critical thinking skills to successfully:
• Make simple predictions accurately from simple, straightforward texts
• Draw conclusions from stated information without misunderstanding
• Relate reading selection to personal experience
• Demonstrate reading comprehension by answering questions related to content
• Summarize in written and spoken form
• Use High Frequency vocabulary
• Read modified texts appropriate for nonnative English speakers
B grade - Reading Proficiency and High Frequency Vocabulary: Passing
At this level, student can mostly read and understand texts that convey basic information
(e.g., announcements, notices, and online bulletin boards, and forums). Student can
demonstrate with minor difficulty an overall understanding of text with familiar subjects
or non-complex unfamiliar text from which new vocabulary can be determined by
context (e.g., highly familiar, everyday contexts about people, places, and events)
containing familiar vocabulary with 80 – 89 percent comprehension fluency. Student has
a good range of high frequency vocabulary derived from cognates, affixes, and some
context to determine meaning.
Use reading skills with minimum difficulty to:
•
•
•
•
•
Comprehend texts with emphasis on expanding vocabulary (i.e., in a simple news story).
Develop vocabulary by recognizing context clues (e.g. definition, restatement, synonyms,
antonyms, pronouns, and common prepositions) and using roots/affixes
Apply reading strategies (e.g., background knowledge to survey and predict, identify explicit
main idea).
Distinguish between main ideas and supporting details in texts.
Identify transitions and connectors and apply them in reading comprehension.
43
Apply the following critical thinking skills with minimum difficulty to:
•
•
•
•
•
•
•
Make simple predictions accurately from simple, straightforward texts
Draw conclusions from stated information without misunderstanding
Relate reading selection to personal experience
Demonstrate reading comprehension by answering questions related to content
Summarize in written and spoken form
Use High Frequency vocabulary
Read modified texts appropriate for nonnative English speakers
C grade - Reading Proficiency and High Frequency Vocabulary: Barely Passing
At this level, student can somewhat read and understand texts that convey basic
information (e.g., announcements, notices, and online bulletin boards, and forums).
Student can demonstrate an understanding of text with familiar subjects or non-complex
unfamiliar text with occasional gaps in understanding due to 70 – 79 percent
comprehension, limited vocabulary, structures, and writing conventions of the language.
Student has an average range of high frequency vocabulary derived from cognates,
affixes, and some context to determine meaning.
Use reading skills to marginally:
•
•
•
•
•
Comprehend texts with emphasis on expanding vocabulary (i.e., in a simple news story).
Develop vocabulary by recognizing context clues (e.g. definition, restatement, synonyms,
antonyms, pronouns, and common prepositions) and using roots/affixes
Apply reading strategies (e.g., background knowledge to survey and predict, identify explicit
main idea).
Distinguish between main ideas and supporting details in texts.
Identify transitions and connectors and apply them in reading comprehension.
Apply the following critical thinking skills with some difficulty to:
•
•
•
•
•
•
•
Make simple predictions accurately from simple, straightforward texts
Draw conclusions from stated information without misunderstanding
Relate reading selection to personal experience
Demonstrate reading comprehension by answering questions related to content
Summarize in written and spoken form
Use High Frequency vocabulary
Read modified texts appropriate for nonnative English speakers
F grade - Reading Proficiency and High Frequency Vocabulary: Not Passing
At this level, student cannot read and understand or has a great deal of difficulty
understanding texts that convey basic information (e.g., announcements, notices, and
online bulletin boards, and forums). Student cannot demonstrate an understanding of
text with familiar subjects or non-complex unfamiliar text or may have major difficulty
due to 0 – 69 percent comprehension, very limited vocabulary, structures, and writing
conventions of the language. Student has an insignificant range of high frequency
vocabulary derived from cognates, affixes, and some context to determine meaning.
44
Lacks adequate reading skills to:
•
•
•
•
•
Comprehend texts with emphasis on expanding vocabulary (i.e., in a simple news story).
Develop vocabulary by recognizing context clues (e.g. definition, restatement, synonyms,
antonyms, pronouns, and common prepositions) and using roots/affixes
Apply reading strategies (e.g., background knowledge to survey and predict, identify explicit
main idea).
Distinguish between main ideas and supporting details in texts.
Identify transitions and connectors and apply them in reading comprehension.
Meagerly applies the following critical thinking skills to:
•
•
•
•
•
•
•
Make simple predictions accurately from simple, straightforward texts
Draw conclusions from stated information without misunderstanding
Relate reading selection to personal experience
Demonstrate reading comprehension by answering questions related to content
Summarize in written and spoken form
Use High Frequency vocabulary
Read modified texts appropriate for nonnative English speakers
READING
LEVEL 3 - DEPARTMENT GRADING RUBRIC
A grade - Reading Proficiency and High Frequency Vocabulary: Passing
At this level, student can read and understand fully and with ease short, non-complex texts
(conventional narrative and descriptive) that convey basic information and deal with personal
and social topics with 90 – 100 percent comprehension fluency. Student has a clear
understanding of the underlying structure and writing conventions of the language. Student has a
broad range of high frequency vocabulary.
Use reading skills to successfully:
• Identify high-frequency academic vocabulary and structures
• Identify affixes, word formation, and context clues
• Identify statement main ideas and supporting details
• Recognize text patterns (e.g. sequential/chronological order, comparison and contrast)
• Identify implied main ideas and draw conclusions
• make simple inferences and draw conclusions
Apply the following critical thinking skills to successfully:
• Interpret simple authentic materials on familiar (e.g., newspaper articles on current events,
business letters, public information notices, stories) summarize ideas of a text
• write thorough and thoughtful responses to texts
• apply ideas from reading selections in discussions and in writing in relation to personal
experiences and world events
• use frequent or common Academic vocabulary
• Read simplified excerpts from authentic texts
45
B grade - Reading Proficiency and Academic Vocabulary: Passing
At this level, student can mostly read and understand short, non-complex texts
(conventional narrative and descriptive) that convey basic information and deal with
personal and social topics with 80 – 89 percent comprehension fluency. Student can
understand the underlying structure and writing conventions of the language with minor
difficulty. Student has a significant range of high frequency vocabulary.
Use reading skills with minimum difficulty to:
•
•
•
•
•
•
Identify high-frequency academic vocabulary and structures
Identify affixes, word formation, and context clues
Identify statement main ideas and supporting details
Recognize text patterns (e.g. sequential/chronological order, comparison and contrast)
Identify implied main ideas and draw conclusions
make simple inferences and draw conclusions
Apply the following critical thinking skills with minimum difficulty to:
•
•
•
•
•
•
Interpret simple authentic materials on familiar topics (e.g., newspaper articles on current
events, business letters, public information notices, stories)
summarize ideas of a text
write thorough and thoughtful responses to texts
apply ideas from reading selections in discussions and in writing in relation to personal
experiences and world events
use frequent or common Academic vocabulary
Read simplified excerpts from authentic texts
C grade - Reading Proficiency and Academic Vocabulary: Barely Passing
At this level, student can somewhat read and understand short, non-complex texts
(conventional narrative and descriptive) that convey basic information and deal with
personal and social topics with occasional gaps in understanding due to 70 – 79 percent
comprehension, limited vocabulary, structures, and writing conventions of the language.
Student can understand the underlying structure and writing conventions of the language
with difficulty. Student has an acceptable range of high frequency vocabulary.
Use reading skills to marginally:
•
•
•
•
•
•
Identify high-frequency academic vocabulary and structures
Identify affixes, word formation, and context clues
Identify statement main ideas and supporting details
Recognize text patterns (e.g. sequential/chronological order, comparison and contrast)
Identify implied main ideas and draw conclusions
make simple inferences and draw conclusions
Apply the following critical thinking skills with some difficulty to:
•
•
•
•
•
Interpret simple authentic materials on familiar topics (e.g., newspaper articles on current
events, business letters, public information notices, stories) summarize ideas of a text
write thorough and thoughtful responses to texts
apply ideas from reading selections in discussions and in writing in relation to personal
experiences and world events
use frequent or common Academic vocabulary
Read simplified excerpts from authentic texts
46
F grade - Reading Proficiency and High Frequency Vocabulary: Not Passing
At this level, student cannot read and understand or has a great deal of difficulty
understanding short, non-complex texts (conventional narrative and descriptive) that
convey basic information and deal with personal and social topics with many gaps in
understanding due to 0 – 69 percent comprehension, very limited vocabulary, structures,
and writing conventions of the language. Student cannot understand the underlying
structure and writing conventions of the language or may have major difficulty. Student
has an insignificant range of high frequency vocabulary.
Lacks adequate reading skills to:
•
•
•
•
•
•
•
•
Identify high-frequency vocabulary and structures
Identify affixes and context clues
Identify statement main ideas and supporting details
Recognize patterns of organization in text (e.g. sequential/chronological order, comparison,
and contrast)
make simple inferences
draw conclusions
identify elements of an author’s style
recognize interpretations
Meagerly applies the following critical thinking skills to:
•
•
•
•
•
Interpret simple authentic materials on familiar topics ((e.g., newspaper articles on current
events, business letters, public information notices, stories) summarize ideas of a text
write thorough and thoughtful responses to texts
apply ideas from reading selections in discussions and in writing in relation to personal
experiences and world events
use frequent or common Academic vocabulary
Read simplified excerpts from authentic texts
READING
LEVEL 4 - DEPARTMENT GRADING RUBRIC
A grade - Reading Proficiency and Academic Vocabulary: Passing
At this level, student can understand texts from different genres, both familiar and
unfamiliar (i.e., lengthy texts of a personal, professional, and academic nature.) Student
can derive meaning from texts that are structurally and/or conceptually complex, use
broad vocabulary, have knowledge of the target culture, and read with 90 – 100 percent
comprehension fluency.
Use reading skills to successfully:
• Identify stated main ideas and supporting details.
• Identify implied main ideas.
• Recognize patterns in higher level texts (e.g. sequential/chronological order,
comparison/ contrast, cause/effect, definition/example).
• Make inferences from textual clues (appositives – pronoun references, adjective and
adverb phrases/clauses), extra linguistic clues, and draw conclusion using a high
level of abstraction.
• Distinguish facts from opinions.
47
•
Develop vocabulary by recognizing context clues and using roots, affixes, definition,
restatement, and appositive clues.
Apply the following critical thinking skills to successfully:
• Evaluate the credibility (fallacies, biases, etc.) and argumentation of a text.
• Interpret properties of language, i.e., figurative language.
• Interpret the author's purpose, point of view, and tone.
• Interpret, synthesize, and extrapolate from texts in written and spoken forms (i.e.,
paraphrasing, summarizing, justifying, and comparing perspectives).
• State opinions and give some support about content and presentation of content fully
support opinions about content.
• Make connections within and across texts and to explain causal relations recognize
and analyze text patterns.
• Student responses should be thorough, thoughtful, and extensive.
• Strong use of academic vocabulary.
• Read advanced authentic academic text.
B grade - Reading Proficiency and Academic Vocabulary: Passing
At this level, student can mostly understand texts from different genres, both familiar
and unfamiliar (i.e., lengthy texts of a personal, professional, and academic
nature.) Student can derive meaning from texts that are structurally and/or conceptually
complex with minor difficulty, use broad vocabulary, have knowledge of the target
culture, read with 80 – 89 percent comprehension fluency.
Use reading skills with minimum difficulty to:
• Identify stated main ideas and supporting details
• Identify implied main ideas
• Recognize patterns in higher level texts (e.g. sequential/chronological order,
comparison/ contrast, cause/effect, definition/example)
• Make inferences from textual and extra linguistic clues and draw conclusion using a
high level of abstraction.
• Distinguish facts from opinions.
Apply the following critical thinking skills with minimum difficulty to:
• Evaluate the credibility (fallacies, biases, etc.) and argumentation of a text.
• Interpret properties of language, i.e., figurative language.
• Interpret the author's purpose, point of view, and tone.
• Interpret, synthesize, and extrapolate from texts in written and spoken forms (i.e.,
paraphrasing, summarizing, justifying, and comparing perspectives).
• state opinions and give some support about content and presentation of content
• fully support opinions about content
• make connections within and across texts and to explain causal relations
• recognize and analyze text patterns
• student responses should be thorough, thoughtful, and extensive
• Strong use of academic vocabulary
•
Read advanced authentic academic text
48
C grade - Reading Proficiency and Academic Vocabulary: Barely Passing
At this level, student can somewhat understand texts with moderate difficulty from
different genres, both familiar and unfamiliar (i.e., lengthy texts of a personal,
professional, and academic nature). Student can derive meaning from texts with some
difficulty that are structurally and/or conceptually complex with some difficulty, use
broad vocabulary, have knowledge of the target culture, read with 70 – 79 percent
comprehension fluency.
Use reading skills to marginally:
• Identify stated main ideas and supporting details
• Identify implied main ideas
• Recognize patterns in higher level texts (e.g. sequential/chronological order,
comparison/ contrast, cause/effect, definition/example)
• Make inferences from textual and extra linguistic clues and draw conclusion using a
high level of abstraction.
• Distinguish facts from opinions.
Apply the following critical thinking skills with some difficulty to:
• Evaluate the credibility (fallacies, biases, etc.) and argumentation of a text.
• Interpret properties of language, i.e., figurative language.
• Interpret the author's purpose, point of view, and tone.
• Interpret, synthesize, and extrapolate from texts in written and spoken forms (i.e.,
paraphrasing, summarizing, justifying, and comparing perspectives).
• state opinions and give some support about content and presentation of content
• fully support opinions about content
• make connections within and across texts and to explain causal relations
• recognize and analyze text patterns
• student responses should be thorough, thoughtful, and extensive
• Strong use of academic vocabulary
•
Read advanced authentic academic text
F grade - Reading Proficiency and Academic Vocabulary: Not Passing
At this level, student cannot understand or has a great deal of difficulty understanding
texts from different genres, both familiar and unfamiliar (i.e., lengthy texts of a personal,
professional, and academic nature). Student cannot derive or has a great deal of
difficulty deriving meaning from texts that are structurally and/or conceptually
complex, cannot use broad vocabulary, and can read with 0– 69 percent comprehension
fluency.
Lacks adequate reading skills to:
• Identify stated main ideas and supporting details
• Identify implied main ideas
• Recognize patterns in higher level texts (e.g. sequential/chronological order,
comparison/ contrast, cause/effect, definition/example)
• Make inferences from textual and extra linguistic clues and draw conclusion using a
high level of abstraction.
• Distinguish facts from opinions.
49
Meagerly applies the following critical thinking skills to:
• Evaluate the credibility (fallacies, biases, etc.) and argumentation of a text.
• Interpret properties of language, i.e., figurative language.
• Interpret the author's purpose, point of view, and tone.
• Interpret, synthesize, and extrapolate from texts in written and spoken forms (i.e.,
paraphrasing, summarizing, justifying, and comparing perspectives).
• state opinions and give some support about content and presentation of content
• fully support opinions about content
• make connections within and across texts and to explain causal relations
• recognize and analyze text patterns
• student responses should be thorough, thoughtful, and extensive
• Strong use of academic vocabulary
•
Read advanced authentic academic text
50